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Cambridge O Level
Pakistan Studies
2059
For examination in June and November 2016
Cambridge Secondary 2
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Cambridge International Examinations 2014
Contents
1. Introduction .................................................................................................................... 2
1.1
1.2
1.3
1.4
2. Teacher support.............................................................................................................. 5
2.1 Support materials
2.2 Resource lists
2.3 Training
Introduction
1.
Introduction
Excellence in education
Our mission is to deliver world-class international education through the provision of high-quality curricula,
assessment and services.
More than 9000 schools are part of our Cambridge learning community. We support teachers in over 160
countries who offer their learners an international education based on our curricula and leading to our
qualifications. Every year, thousands of learners use Cambridge qualifications to gain places at universities
around the world.
Our syllabuses are reviewed and updated regularly so that they reflect the latest thinking of international
experts and practitioners and take account of the different national contexts in which they are taught.
Cambridge programmes and qualifications are designed to support learners in becoming:
confident in working with information and ideas their own and those of others
Introduction
Introduction
Cambridge O Level Pakistan Studies is accepted by universities and employers as proof of an understanding
and knowledge of the countrys history, environment and development. The Cambridge O Level Pakistan
Studies syllabus encourages students to develop lifelong knowledge and skills, including:
how to interpret and analyse a variety if sources of information to evaluate and draw conclusions.
Cambridge O Level Pakistan Studies provides a firm foundation for more advanced study in secondary
school and in higher education as well as valuable preparation for future employment in a wide range of
occupations and professions.
Cambridge O Level Pakistan Studies is one of the suite of area studies offered by Cambridge which includes
also India Studies and Bangladesh Studies.
Prior learning
Candidates beginning this course are not expected to have studied Pakistan Studies previously.
Progression
Cambridge O Levels are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades A* to C in Cambridge O Level Pakistan Studies are well prepared to
follow courses leading to Cambridge International A Level in related subjects or the equivalent.
Teacher support
2.
Teacher support
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cie.org.uk/events for further information.
3.
Nationhood 194799
Power
Agricultural development
Industrial development
Trade
Population.
Assessment at a glance
4.
Assessment at a glance
For Cambridge O Level Pakistan Studies candidates take two compulsory components, Paper 1 and Paper 2.
Components
Paper 1
Weighting
1 hour 30 minutes
50%
one part testing knowledge and understanding includes selecting relevant and
appropriate information (7 marks)
Answers require at least two paragraphs of writing.
one part testing knowledge, understanding and analytical and evaluative ability
(14 marks)
This includes the ability to synthesise information, the appropriate use of
selected relevant examples and the ability to compare and contrast. This
question should be answered in an essay, in continuous prose of approximately
two pages of writing, not in note form.
1 hour 30 minutes
50%
Candidates answer three questions (25 marks each) from a choice of five.
Each question:
consists of four separate parts: (a), (b), (c) and (d); each part may be divided into
one or more sub-parts
requires the ability to interpret and analyse resources in the question; there
may be diagrams, graphs, maps, photographs, tables and written material. Part
(d) of each question specifically assesses analysis skills.
For Cambridge O Level Pakistan Studies candidates take two compulsory components, Paper 1 and Paper 2.
Notes
1. All answers must be written in English
2. T iming guidelines
Candidates should spend approximately 30 minutes on each question in each paper. Within that,
candidates need to allocate time according to the value of the marks awarded in each part of each
question.
Availability
This syllabus is examined in the June and November examination series.
This syllabus is available to private candidates.
Detailed timetables are available from www.cie.org.uk/examsofficers
Cambridge O Levels are available to Centres in Administrative Zones 3, 4 and 5. Centres in Administrative
Zones 1, 2 or 6 wishing to enter candidates for Cambridge O Level examinations should contact Cambridge
Customer Services.
Please note that Cambridge O Level, Cambridge IGCSE and Cambridge International Level 1/Level 2
Certificate syllabuses are at the same level.
5.
develop understanding of how the past has been represented and interpreted
develop and stimulate an interest and enthusiasm for history and acquire a basis for further historical
study
develop an understanding of the nature of cause and consequence, continuity and change and similarity
and difference.
key concepts: causation, consequence, continuity, change and significance within an historical
context
key features and characteristics of the periods studied and the relationships between them
AO3 Apply knowledge and understanding of physical and human environments and issues through
explanation, analysis and evaluation
AO4 Apply skills and interpret a variety of environmental and historical resources/sources
10
Paper
1
Paper
2
Weighting
for
qualification
64%
50%
57%
26%
13%
30%
15%
10%
20%
15%
Total
100%
100%
100%
Syllabus content
6.
Syllabus content
Nationhood 194799.
The material within each section is inter-related. Different parts of individual exam questions may require
knowledge of more than one item within a section, and the demonstration of understanding and analysis
of these relationships. The importance of and the attention that needs to be given to each item in teaching
varies according to its significance and the amount of information available.
1. Cultural and historical background to the Pakistan Movement
Key Question 1: How successful were the religious thinkers in spreading Islam in the sub-continent
during the 18th and 19th centuries?
Focus points:
Specified content:
Key Question 2: What were the causes and consequences of the decline of the Mughal Empire?
Focus points:
Specified content:
11
Syllabus content
(The two focus points on British expansion do not require detailed teaching, but are essential to provide
a full picture of Mughal problems during this period, and are regarded as suitable background and
context for British colonial rule of the territory now encompassed by Pakistan, as well as for the War of
Independence 185758.)
Key Question 3: What were the causes and consequences of the War of Independence 185758?
12
Focus points:
Specified content:
Syllabus content
Key Question 4: How important was the work of Sir Syed Ahmad Khan to the development of the
Pakistan Movement during the 19th century?
Focus points:
Specified content:
Key Question 5: To what extent have Urdu and regional languages contributed to the cultural
development of Pakistan since 1947?
Focus points:
Specified content:
13
Syllabus content
Specified content:
Key Question 7: How successful was the Khilafat Movement in advancing the cause of the Pakistan
Movement?
Focus points:
Specified content:
14
Syllabus content
Key Question 8: How successful was the Pakistan Movement in the years 1927 to 1939?
Focus points:
Specified content:
Key Question 9: How successful were attempts to find solutions to the problems facing the subcontinent in the years 1940 to 1947?
Focus points:
Specified content:
15
Syllabus content
Key Question 10: How important were the contributions of Jinnah, Allama Iqbal and Rahmat Ali to the
success of the Pakistan Movement to 1947?
Focus point:
Specified content:
Allama Iqbal:
Rahmat Ali:
3. Nationhood 194799
Key Question 11: How successful was the establishment of an independent nation between 1947 and
1948?
Focus points:
Specified content:
16
Syllabus content
Key Question 12: How far did Pakistan achieve stability following the death of Jinnah?
Focus points:
Specified content:
Khwaja Nazimuddin
Ghulam Muhammad
Iskander Mirza
Yahya Khan
Key Question 13: Why did East Pakistan seek and then form the independent state of Bangladesh?
Focus points:
Specified content:
17
Syllabus content
Key Question 14: How successful was Pakistan in the twenty years following the Decade of Progress?
Focus points:
Specified content:
Zia-ul-Haq:
18
Syllabus content
Key Question 15: How effective were Pakistans governments in the final decade of the 20th century?
Focus points:
Specified content:
Bhutto, 198890:
drug trafficking
problems in Kashmir
her dismissal
Bhutto, 199396:
Kashmir tensions
terrorism/bombings
banking scandal
unemployment/inflation
Bhuttos dismissal
Sharif:
clashes in Kashmir
19
Syllabus content
Key Question 16: How important has Pakistans role been in world affairs since 1947?
The study of Pakistans international relations with other countries should cover economic, social, political
and religious aspects. Candidates should study the main features of Pakistans relations with other
countries (listed below), together with the aims of Pakistans foreign policy and emerging nuclear status.
Focus points:
Specified content:
US concerns
20
Syllabus content
21
Syllabus content
or
limit the size of the project to fit the amount of water available.
Whether a new dam is to be built, a forest planted, a mine developed, a cash crop farm developed, a
factory built, a hotel built, an airport or a road built, and whether a project is large, medium or small,
a feasibility study is vital before any plan for its site and/or size/scope and/or route is drawn up and
decisions are taken.
22
Syllabus content
cash crop farming, cotton production, agricultural raw materials, processing and manufacturing, transport
and export
floods, water for irrigation, industrial and domestic use and hydel power including multi-purpose
schemes.
Subject-specific vocabulary
Teachers should ensure that their candidates acquire, and are able to use, the specialist vocabulary required
for this subject. Attention must be paid to the definition of terms specified in the syllabus.
Use of resources
Whenever possible, teaching should incorporate the use of diagrams, graphs, statistical tables, maps,
newspaper articles and other written material, photographs and the many resources available via the
internet. Teachers should demonstrate to their candidates the importance of such resources in providing
information about the environment of Pakistan, and help the candidates to use them to develop their
understanding.
Use of the internet
Candidates should be encouraged to use the internet to access a wider and more up-to-date range of
information than is available via textbooks, both in class and in their own studies. URLs to some suggested
websites can be found in the resource lists on the Cambridge website.
23
Syllabus content
the Tropic of Cancer, latitudes 30N, 36N, longitudes 64E, 70E and 76E
the countries sharing a border with Pakistan, and Pakistans position in relation to others in South and
Central Asia.
named cities: Islamabad, Muree, Rawalpindi, Gujranwala, Lahore, Faisalabad, Multan, Sialkot,
Peshawar, Chitral, Gilgit, Hyderabad, Karachi, Quetta and Gwadar.
named landforms: Balochistan Plateau, Sulaiman Range, Safed Koh, Potwar Plateau, Salt Range,
Hindu Kush, Karakoram and Himalaya mountain ranges
named rivers: Indus, Jhelum, Chenab, Ravi, Sutlej, Kabul, Hab and Dasht
24
use the appropriate vocabulary when describing the distinguishing features of mountains, plateaux,
floodplains and deserts (knowledge of the formation of the natural topography of Pakistan is not
required)
steep slopes and flat land on the way that the land is used
Syllabus content
d) Climate
Candidates should:
know the distribution of temperature and rainfall, including monsoon, depressions and convectional rain
know seasonal and regional variations, and the factors contributing to them, including depressions,
thunderstorms and cyclones (typhoons)
understand the causes of the monsoon (knowledge of the causes of other types of rain is not
required)
describe and explain the characteristics of the climate of the arid, semi-arid, humid and highland
regions, including seasonal variations
know the influence of latitude and longitude on day length and climate
understand the influence of the climate (both the benefits it brings and the problems it causes) on the
economy and on the lives of the people:
the influence of low temperature, ice and snow on the lives of people in the mountains
the influence of rain storms and flooding on agriculture, industry and communications
the problems caused by drought and shortage of water supply on agriculture and industry.
identify on a map the Mangla, Tarbela and Warsak dams, and name two examples of barrages
understand the importance of water as a resource; understand how supplies for agricultural, industrial
and domestic purposes are obtained, maintained and controlled as well as used; understand the
reasons for, and consequences of, the Indus Water Treaty
explain and evaluate the causes of and solutions to the problems of water supply (including pollution)
explain and evaluate how water supply issues can lead to conflict.
b) Forests
Candidates should be able to:
understand the different types of forest and identify, on a map, their main locations
understand the physical factors that control the distribution of the different types of forest, and the
human factors which have reduced their extent
understand the value of forests as a resource for development, and the importance of their
sustainability
explain the effects of deforestation, such as soil erosion, silting and flooding
25
Syllabus content
c) Mineral resources
Candidates should be able to:
identify the main locations of limestone, gypsum and rock salt extraction from a map, and understand
their uses
identify the main metallic and non-metallic mineral resources of Pakistan, and in what quantities they:
are extracted
exist as reserves
evaluate the benefits of developing mineral resources and understand the sustainability of extraction
identify the main imported minerals, where they come from, and in what quantities.
d) Fish
Candidates should be able to:
26
describe the fishing methods used in both marine and inland waters, including fish farms
give examples of the fish caught in both marine and inland waters, and of the fish reared on fish farms
give examples of the fishing ports on both the Balochistan and Sindh coasts
understand the problems facing the fishing industry and evaluate the possibilities for its further
development and sustainability.
Syllabus content
3. Power
a) Sources
Candidates should be able to:
describe, with the help of a simple diagram for each method, how non-renewable fuels (coal, crude oil
and natural gas) are extracted:
explain (briefly) how electricity can be generated from renewable resources (hydel, wind, solar, and
other possibilities such as wave, tidal, biofuels, geothermal)
b) Non-renewables
Candidates should be able to:
describe the quality and the amount of coal available from within Pakistan and how long reserves are
likely to last, and also describe the types of coal which have to be imported for industrial purposes
describe how coal both produced in Pakistan and imported is transported to the end users
state how much natural gas is produced by Pakistan, and how long reserves are likely to last
describe the extent of the natural gas pipeline network in Pakistan and explain how natural gas can be
taken to those parts of Pakistan away from the pipelines, and the limitations of doing this
state how much oil is produced by Pakistan, how long reserves will last and how much oil is
imported, and explain why it is necessary to import large amounts of oil
describe the extent of the oil pipeline network in Pakistan and describe the other methods that are
used to transport both imported oil and oil produced in Pakistan
understand that electricity can be generated in a variety of ways. In thermal power stations by burning
coal, oil, gas and waste, or with nuclear energy; or with renewable sources e.g. water (including
hydel), the wind and the sun
understand that non-renewable power sources are running out, and are increasing in price.
c) Renewables
Candidates should be able to:
explain and evaluate the advantages and disadvantages of the different methods of producing
electricity from renewable resources (generated by water, wind, wave and sun)
understand the physical and human conditions that favour the development of multi-purpose hydel
schemes
state and explain the factors, both physical and human, which promote or hinder the availability of
electricity and other power resources listed, including the feasibility of small-scale, renewable power
generation
explain why the supply of electricity is not sufficient or reliable to develop many parts of Pakistan.
27
Syllabus content
4. Agricultural development
a) Agricultural systems
Candidates should be able to:
understand how small-scale subsistence farming, cash crop farming and livestock farming operate as
systems made up of inputs, processes and outputs.
identify on a map the main areas where cotton, rice, sugar cane and wheat are grown, and the main
areas where buffalo, cattle, goats, sheep and poultry are reared
recognise (from photographs) fields of cotton, rice, sugar cane and wheat; recognise (from
photographs) buffalo, cattle, goats, sheep and poultry
state the main products of the livestock named above and the uses of those products
identify the main areas for the cultivation and growth of each of the following: apples, apricots,
bananas, dates, maize, mangoes, millet, oilseeds, oranges, pulses, tobacco and vegetables. Know
why they are grown there and state an important use of each.
rice grown using traditional methods of ploughing, transplanting, irrigating, harvesting and
threshing on small, fragmented holdings using family labour
explain how natural factors, including climatic requirements, and human factors affect the production
of cotton, rice, sugar cane (kharif crops) and of wheat (a rabi crop) under the cash crop farming
system
explain how natural and human factors affect livestock farming (poultry farming, the keeping of
buffalo and cattle, the keeping of livestock) on small-scale subsistence farms and the keeping of
cattle, goats and sheep on a nomadic or semi-nomadic basis, including transhumance
describe the different types of irrigation and explain the advantages and disadvantages of each for
small-scale subsistence farming, and for the growing of cotton, rice, sugar cane and wheat:
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explain how natural and human factors affect production on small-scale subsistence farms,
including:
understand the roles of dams, barrages, link canals, distribution canals, field channels and bunds
evaluate how agricultural practice and water management can be improved to prevent it happening
understand how government action has helped to increase production through land reforms, the
promotion of training and the use of machinery, chemicals, improved seeds and other means
understand and evaluate the possibilities for and problems of the development of agriculture and its
sustainability.
Syllabus content
5. Industrial development
a) Understanding common terms
Candidates should:
understand the meaning of the terms raw materials, refined, processed, manufactured and valueadded
be able to define the terms primary industry, secondary industry, and tertiary industry.
understand the definitions used in Pakistan to distinguish between large-scale industry, small-scale
industry and cottage industry
state the main products of the listed industries and whether they are destined for the domestic
market and/or for the export market
state the main locations of the listed industries and explain the factors influencing location and
development capital, site, sources of raw materials, power, water, labour, communications,
government policy and other means
understand the differences between the formal sector and informal sector of industry
understand the range of services provided by the informal sector, and their advantages and
disadvantages to the development of Pakistan
understand the importance of both the formal and informal sectors, and evaluate the contributions of
both sectors to the development of the listed industries
state and explain how the governing authorities promote industrial growth
name examples of export processing zones and other industrial estates, explain the reasons for their
development and describe their characteristics
state and describe briefly, with an example of each, some of the natural and cultural attractions of
Pakistan that are, or could be made available to tourists
29
Syllabus content
6. Trade
a) Major exports and imports
Candidates should be able to:
describe the changes in the types/amounts/value of goods exported and imported in recent years
know and understand the meaning of GNP and GDP and the difference between them
explain the effect of changing trends in exports and imports on Pakistans balance of trade and
economy.
30
name and locate Pakistans main trading partners, and name the goods Pakistan exported to them or
imported from them
understand the factors which may promote or hinder trade with other countries, and explain why it
is difficult for Pakistan as a developing country to maintain or increase its share of trade with other
countries
understand the factors that may promote and limit trade, including trading blocs, trade barriers and
currency exchange rates.
Syllabus content
interpret maps to describe the regional variations in the density and pattern of the road, rail and air
transport networks within Pakistan
explain the factors which help and hinder the location, maintenance and development of roads,
railways and airports
describe improvements that have recently taken place in road, rail and air communications, and
consider the feasibility of new developments
compare the advantages and disadvantages of road, rail and air transport within Pakistan for both
goods and people
evaluate the development of new transport schemes, including motorway and airport development.
b) International transport
Candidates should be able to:
identify on a map those roads (including the name of the pass they use, where relevant) and railways
which cross the international boundary and are in use for at least part of the year
identify on a map the ports of Keamari, Qasim and Gwadar, and the cities with international airports
explain the factors which affect the location and development of cross-border roads and railways,
seaports, dry ports and airports
explain what is meant by the term dry port, name an example of one and explain why they have been
developed in many cities of Pakistan.
c) Telecommunications
Candidates should be able to:
explain the importance of radio, television, phones, fax machines, emails and the internet in the fields
of education, industry, services and trade
31
Syllabus content
understand the changing population structures (both age and sex) as shown by population pyramids
for Pakistan
explain and evaluate the effects of the present and projected population structures on the economy
and development of Pakistan
interpret graphs and statistics illustrating birth rates, death rates and the rates of natural increase in
Pakistan, and identify trends in population growth
explain the social, educational, economic and political factors which contribute to population growth
over time
explain the problems for development caused by population growth over time, consider its
sustainability and evaluate possible solutions to these problems.
b) Movements of population
Candidates should be able to:
describe and explain, with reference to both push and pull factors, the main causes of population
movements, including rural-urban migration, seasonal migration, emigration and immigration
(including refugees)
describe and explain the effects of these population movements, including shanty developments in
cities, tent cities and the de-population of rural areas
understand the effects of population movements and evaluate the measures which may be taken
to help solve the problems created, such as self-help schemes, provision of clean water and other
services (including adverse outcomes such as poor housing).
recognise the variations in both distribution of population and density of population between the
Provinces (including the Northern Area) and within the Provinces (including within the Northern Area)
explain the physical, economic, social and political factors which contribute to these variations.
d) Employment
Candidates should be able to:
32
describe and explain the proportions of the workforce engaged in each of the primary, secondary and
tertiary sectors, and any changes in these proportions that may have taken place or may be taking
place
understand and explain the causes of rural and urban unemployment and underemployment (that
is, people who are not fully employed), and understand the problems for development created by
underemployment and unemployment
describe and explain the availability of skilled labour (people qualified for the professions, for
management and as technicians, etc.) and manual labour
understand that unemployment and underemployment can be factors that influence GNP and GDP
understand and evaluate the importance for Pakistans development of literacy, education and training
for both males and females, in rural as well as urban areas.
7.
This glossary of terms for Paper 2: The Environment of Pakistan should prove helpful to teachers and
candidates as a guide, although it is not exhaustive and the descriptions of meanings have been kept brief.
Candidates should appreciate that the meaning of a term must depend in part on its context. They should
also note that the number of marks allocated for any part of a question is a guide to the depth of treatment
required for the answer.
Annotate
Assess
Weigh up the factors for and against a proposal and come to a judgement.
Calculate
Compare
Explain what is similar and different about two things. For a comparison, two
elements or themes are required. (Two separate descriptions do not make a
comparison)
Contrast
Define
Describe
Write about what something is like or where it is. Describe may be used in
questions about resources (on a figure, a table, etc.) in the question paper
(e.g. describe the trend of a graph, the location of an industry on a map, etc.).
It may also be used when you need to describe something from memory
(e.g. describe a doab, etc.).
Describe is often linked with other command words such as name and describe
(name the feature and say what it is like), describe and explain (write about
what it is like and give reasons for ).
Describe the
distribution
Write about the location of the required feature(s) as shown on the map(s)
provided, by referring to:
their relationship to other features shown, e.g. the provinces and rivers
Write about the location of the required feature(s) as shown on the map(s)
provided, by referring to particular arrangements such as nucleated, linear,
parallel, even spacing, etc. and, where relevant, locating the patterns in relation
to the provinces and rivers, or any other features shown on the map(s) provided.
Draw
Make a sketch showing the required features. Draw may be extended to draw a
labelled diagram (draw a diagram with written notes to identify its features).
Explain/account for/
give reasons for
Evaluate
Consider the evidence for and against a proposal, and come to a judgement.
How
Identify
33
34
Illustrating your
answer, describe/
explain
Insert/label
Justify
Explain why you chose something or why you think in a certain way about an
issue.
List
Locate
Name
State or specify or identify. Give the word or words by which a specific feature
is known or give examples which illustrate a particular feature.
Predict
Use your own knowledge and understanding to explain what might happen
next, and justify your reasoning. Probably information will be provided to help
you to come to a decision.
Refer to/with
reference to
State
Study
Look carefully at; usually at one of the resources (a figure, a table, etc.) in the
question paper.
Suggest
Explain your ideas on or your knowledge about the given topic. It is often
coupled with why; this requires a statement or an explanatory statement
referring to one or more particular feature(s).
To what extent
Give the reasons for and against the proposal in the question and justify.
Use/using the
information provided
What
Where
Why
Other information
8.
Other information
Language
This syllabus and the associated assessment materials are available in English only.
Entry codes
To maintain the security of our examinations, we produce question papers for different areas of the world,
known as administrative zones. Where the component entry code has two digits, the first digit is the
component number given in the syllabus. The second digit is the location code, specific to an administrative
zone. Information about entry codes can be found in the Cambridge Guide to Making Entries.
35
*2975885072*